10 SES 06 C, Learning Communities and Professional Identities
Although the process of integrating mobile technologies in schools in the European context is still in its initial stages, it is a rapidly growing trend, mainly supported in the possibilities offered by the new devices emerged in the past few years, such as smartphones and tablets, that can provide a wide range of solutions to educational problems.
The main advantages offered by these devices are (Traxler, 2009):
- Overcoming time and space barriers: Due to the portability of these devices, and thanks to their current ability to connect to the internet, it is possible to take the teaching-learning process anytime and anywhere.
- Personalisation of content: Because they are individual technologies they allow us to adapt the contents and teaching methodologies to the user’s needs, also allowing for situated learning.
- Supporting collaborative process: The communication ability of these systems is especially useful to implement collaborative learning processes and to facilitate the tutoring process.
The teaching body plays a key role in the technology integration process, which makes it essential to know which are their attitudes towards these devices and the elements that influence their process of adoption of mobile information systems if we want to achieve success in this innovation process (Chen, Looi, & Chen, 2009).
The TAM (Technology Acceptance Model) (Davis, 1989) is currently the most extended technology acceptance model, largely thanks to the simplicity of both its theoretical model and its data collection instrument, and its ability to adapt to all kinds of technologies and contexts (King & He, 2006).
The model proposes two main constructs to explain the adoption process: perceived usefulness, understood as the extent to which the user considers that the use of the system improves the performance of a task, and perceived ease of use, understood as the subject’s valuation of the degree of effort needed to use the tool.
These two constructs determine the attitude towards the use of the system, which in its turn leads to the behavioural intention of use which, finally, conditions the actual use of the system. To measure these constructs, Davis develops an instrument composed of a Likert-type scale with items for each of the constructs.
The use of the TAM model, or expanded versions, to study the technology adoption process is a growing trend that covers diverse topics from new technologies in organisations (Wu & Chen, 2005) to health sciences (Briz-Ponce & García-Peñalvo, 2015).
Our proposal intends to join the trend that applies thin kind of models to the study of the attitudes of pre-service teachers towards new technologies (Teo & Noyes, 2011). This way, this communication presents the results of a descriptive study on the intention of using mobile technologies in the future teaching practice of first-year students from the Primary Education Teacher Bachelor’s Degree of the University of Salamanca. To carry out this study we developed a TAM-based model expanded with the constructs of Compatibility and Resistance to Change.
Below, following the proposed structure, we will detail the methodology and results obtained.
Al-Somali, S. A., Gholami, R., & Clegg, B. (2009). An investigation into the acceptance of online banking in saudi arabia. Technovation, 29(2), 130-141. Briz-Ponce, L., & García-Peñalvo, F. J. (2015). An Empirical Assessment of a Technology Acceptance Model for Apps in Medical Education. Journal of medical systems, 39(11), 1-5. Chen, F. -., Looi, C. -., & Chen, W. (2009). Integrating technology in the classroom: A visual conceptualization of teachers' knowledge, goals and beliefs. Journal of Computer Assisted Learning, 25(5), 470-488. doi:10.1111/j.1365-2729.2009.00323.x Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340. King, W. R., & He, J. (2006). A meta-analysis of the technology acceptance model. Information & Management, 43(6), 740-755. doi:http://dx.doi.org/10.1016/j.im.2006.05.003 Rogers, E. M. (1962). Diffusion of innovations. New York: Free Press of Glencoe. Teo, T., & Noyes, J. (2011). An assessment of the influence of perceived enjoyment and attitude on the intention to use technology among pre-service teachers: A structural equation modeling approach. Computers and Education, 57(2), 1645-1653. Traxler, J. (2009). Current state of mobile learning. In M. Ally (Ed.), Mobile learning: Transforming the delivery of education and training (pp. 9-25). Edmonton: AU Press. Wu, I., & Chen, J. (2005). An extension of trust and TAM model with TPB in the initial adoption of on-line tax: An empirical study. International Journal of Human-Computer Studies, 62(6), 784-808. doi:http://dx.doi.org/10.1016/j.ijhcs.2005.03.003
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